eric.ed.gov har udgivet: A national survey examined the following: the extent of math-related activities in adult literacy programs, staff training in math, assessment frameworks being used, and the use of computers for teaching math. Of the 605 programs that received the questionnaire, 350 (57.9%) completed questionnaires. The 350 programs served more than 750,000 adult students in 1992-1993. Among the key findings of the study were the following: (1) although more than 80% of adult literacy students receive math-related instruction, less than 5% of their teachers are certified to teach math; (2) the math skills of adult literacy students are usually assessed by standardized tests that do not adequately cover many of the math skills required in new curricular frameworks or high-performance workplaces; and (3) although more than 75% of adult… Continue Reading →
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eric.ed.gov har udgivet: This instructional guide, one product of a large-scale research project on Jaime Escalante and his Mathematics and Science Program, describes the teaching and motivating strategies that he uses to bring about high academic achievement among poor minority urban youth in Los Angeles (California). The first part of five describes a pilot test in which a colleague and an administrator who have worked with and observed Escalante rated a list of successful techniques according to the degree to which they explained Escalante’s teaching success. Part 2 describes the responses of senior high school students who had been Escalante’s students for 3 or 4 years to a similar questionnaire. Part 3 shows the results of a similar rating process by several of Escalante’s colleagues, which found a 74 percent… Continue Reading →
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eric.ed.gov har udgivet: For many adults, geometry is a mathematics topic that immediately makes sense to them and gives them confidence in their ability to learn, while other adult learners identify geometry with failure. Most adults, however, do recognize the need for measurement, and many have a basic understanding of measurement concepts, although they may need to learn English measurements if they already know metric measurement. Implications for teaching and learning are the following: (1) teachers must use exact and estimated measurements to describe and compare phenomena to increase the understanding of the structure, concepts, and process of measurement; (2) teachers must address the impact of measurement skills on self-efficacy and self-reliance; (3) measurement skills should be extended to concept areas such as volume, proportion, and problem solving; (4) teachers… Continue Reading →
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eric.ed.gov har udgivet: This hearing discussed how lack of coordination between laboratory exercises and classroom lectures, inadequately trained teachers, languishing facilities, and current high school organization diminish the value these exercises can have or prohibit them all together, and highlighted how a strong hands-on experience can create scientifically literate students, interested in pursuing a career in science. Statement presenters include: Representative Brian Baird, Chairman, Subcommittee on Research and Science Education, Committee on Science and Technology, U.S. House of Representatives; Representative Vernon J. Ehlers, Ranking Minority Member, Subcommittee on Research and Science Education, Committee on Science and Technology, U.S. House of Representatives; Honorable Ruben Hinojosa, Congressional Representative from Texas; Dr. Arthur Eisenkraft, Distinguished Professor of Science Education; Director, Center of Science and Math in Context (COSMIC), University of Massachusetts, Boston; Linda… Continue Reading →
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eric.ed.gov har udgivet: The emergence of technology has led to numerous changes in mathematical and statistical teaching and learning which has improved the quality of instruction and teacher/student interactions. The teaching of statistics, for example, has shifted from mathematical calculations to higher level cognitive abilities such as reasoning, interpretation, and evaluation (Ben-Zvi, 2000). Visualization is one such technological tool and can be defined as the graphical display of information. The benefit of this approach is in providing the viewer with a visual means of processing information (Segenchuk, 1997). Since the 1980’s, graphical aids have been viewed as an innovative strategy in education, especially for math or science related subjects. The purpose of this study is to investigate the use of Flash applets on Pocket PCs in statistics education, specifically in… Continue Reading →
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eric.ed.gov har udgivet: These hearings focused on topics and issues related to the status, quality, and improvement of K-12 science and mathematics in the Pittsburgh area. Science and mathematics teachers, school administrators, school board members, industry leaders, and college officials provided a firsthand description of the nature and direction of science and mathematics curricula as well as their perceptions of what improvements could be made in these areas. These individuals are Delores Augustine, Don McBride, William Merryman, Wayne Mikach, Albert Caretto, Jane Konrad, John DeBlasio, George Murphy, Allen Blacka, Paul LeMahieu, Shirley Joyner, and Hugh Lang. David Bergholz, James Colker, Milton Gottleib, Dan Swickline, Julius Brown, and John Sabol provided input from the perspectives of local industry and the Allegheny County Community college on what technical skills are presently needed… Continue Reading →
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eric.ed.gov har udgivet: This collection of lesson plans is designed to help students with disabilities meet Arizona academic standards and learn different types of self-determination skills. Lesson plans are provided for students in grades K-12 with different disabilities and address: (1) oral language, including identifying homonyms; (2) reading acquisition, including teaching reading using the Fernald (VAKT) Method, making words, and fluency; (3) reading comprehension; (4) study skills, including improving test taking skills, managing daily activities, and organizing notebooks; (5) social skills, including social behavior skill development, peer relationships, and giving and receiving compliments; (6) math computation; (7) math problem solving, including balancing checkbooks; (8) written expression, including self-expression, proofreading, and writing conventions; and (9) technology, including using the Internet and team teaching with computers. For each lesson, a targeted academic… Continue Reading →
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eric.ed.gov har udgivet: The Bill and Melinda Gates Foundation has invested in the development and dissemination of high-quality formative assessment tools to support teachers’ incorporation of the Core Common State Standards (CCSS) into their classroom instruction. Lessons from the first generation of standards-based reforms suggest that intense attention to high quality instructional tasks, use of formative assessments embedded in those tasks, and professional development (PD) that attends to both content knowledge and instruction are essential considerations if teachers are to meet the demands of the CCSS. Experts from the Shell Centre have developed a set of formative assessment lessons (FALs) for high school mathematics teachers to facilitate CCSS-based student mathematics learning and provide teachers with feedback about student understanding and mastery. The tools are designed to target the “instructional core”… Continue Reading →
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eric.ed.gov har udgivet: The purpose of this paper is to argue for the ongoing use of dialogue as a modern pedagogical and andragogical method. The author reviewed 18 scholarly sources from three education databases in this literature review. The use of dialogue as mode of instruction dates from the Socratic Method of 399 B.C.E. to present uses. The literature reveals current studies of successful use in math, ESL, business, law, and teacher preparation instruction. Also, the dialogue as avenue into reflective self-learning appears prominently in modern practice. Multimedia, computer, and online dialogue methods also show good results in several well designed models. The author concludes that dialogue in different forms remains an effective method of instruction in wide applications. The research revealed several improvements and new applications for dialogue as… Continue Reading →
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eric.ed.gov har udgivet: This is a record of the proceedings of the 30th annual conference of the Mathematics Education Research Group of Australasia (MERGA). The theme of the conference is “Mathematics: Essential research, essential practice.” The theme draws attention to the importance of developing and maintaining links between research and practice and ties in with the joint day of presentations with the 21st biennial conference of the Australian Association of Mathematics Teachers (AAMT). This special feature highlights the benefits of collaboration between researchers, practicing classroom teachers, and curriculum developers. Volume 1 contains the following papers: (1) The Beginnings of MERGA (Ken Clements); (2) Teaching and Learning by Example: The Annual Clements/Foyster Lecture (Helen L. Chick); (3) Introducing Students to Data Representation and Statistics (Richard Lehrer); (4) Studies in the Zone… Continue Reading →
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